lesson 2 problem solving skills

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10 Problem-solving strategies to turn challenges on their head

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What is an example of problem-solving?

What are the 5 steps to problem-solving, 10 effective problem-solving strategies, what skills do efficient problem solvers have, how to improve your problem-solving skills.

Problems come in all shapes and sizes — from workplace conflict to budget cuts.

Creative problem-solving is one of the most in-demand skills in all roles and industries. It can boost an organization’s human capital and give it a competitive edge. 

Problem-solving strategies are ways of approaching problems that can help you look beyond the obvious answers and find the best solution to your problem . 

Let’s take a look at a five-step problem-solving process and how to combine it with proven problem-solving strategies. This will give you the tools and skills to solve even your most complex problems.

Good problem-solving is an essential part of the decision-making process . To see what a problem-solving process might look like in real life, let’s take a common problem for SaaS brands — decreasing customer churn rates.

To solve this problem, the company must first identify it. In this case, the problem is that the churn rate is too high. 

Next, they need to identify the root causes of the problem. This could be anything from their customer service experience to their email marketing campaigns. If there are several problems, they will need a separate problem-solving process for each one. 

Let’s say the problem is with email marketing — they’re not nurturing existing customers. Now that they’ve identified the problem, they can start using problem-solving strategies to look for solutions. 

This might look like coming up with special offers, discounts, or bonuses for existing customers. They need to find ways to remind them to use their products and services while providing added value. This will encourage customers to keep paying their monthly subscriptions.

They might also want to add incentives, such as access to a premium service at no extra cost after 12 months of membership. They could publish blog posts that help their customers solve common problems and share them as an email newsletter.

The company should set targets and a time frame in which to achieve them. This will allow leaders to measure progress and identify which actions yield the best results.

Perhaps you’ve got a problem you need to tackle. Or maybe you want to be prepared the next time one arises. Either way, it’s a good idea to get familiar with the five steps of problem-solving. 

Use this step-by-step problem-solving method with the strategies in the following section to find possible solutions to your problem.

1. Identify the problem

The first step is to know which problem you need to solve. Then, you need to find the root cause of the problem. 

The best course of action is to gather as much data as possible, speak to the people involved, and separate facts from opinions. 

Once this is done, formulate a statement that describes the problem. Use rational persuasion to make sure your team agrees .

2. Break the problem down 

Identifying the problem allows you to see which steps need to be taken to solve it. 

First, break the problem down into achievable blocks. Then, use strategic planning to set a time frame in which to solve the problem and establish a timeline for the completion of each stage.

3. Generate potential solutions

At this stage, the aim isn’t to evaluate possible solutions but to generate as many ideas as possible. 

Encourage your team to use creative thinking and be patient — the best solution may not be the first or most obvious one.

Use one or more of the different strategies in the following section to help come up with solutions — the more creative, the better.

4. Evaluate the possible solutions

Once you’ve generated potential solutions, narrow them down to a shortlist. Then, evaluate the options on your shortlist. 

There are usually many factors to consider. So when evaluating a solution, ask yourself the following questions:

• Will my team be on board with the proposition?
• Does the solution align with organizational goals ?
• Is the solution likely to achieve the desired outcomes?
• Is the solution realistic and possible with current resources and constraints?
• Will the solution solve the problem without causing additional unintended problems?

5. Implement and monitor the solutions

Once you’ve identified your solution and got buy-in from your team, it’s time to implement it. 

But the work doesn’t stop there. You need to monitor your solution to see whether it actually solves your problem. 

Request regular feedback from the team members involved and have a monitoring and evaluation plan in place to measure progress.

If the solution doesn’t achieve your desired results, start this step-by-step process again.

There are many different ways to approach problem-solving. Each is suitable for different types of problems. 

The most appropriate problem-solving techniques will depend on your specific problem. You may need to experiment with several strategies before you find a workable solution.

Here are 10 effective problem-solving strategies for you to try:

• Use a solution that worked before
• Brainstorming
• Work backward
• Use the Kipling method
• Draw the problem
• Use trial and error
• Sleep on it
• Get advice from your peers
• Use the Pareto principle
• Add successful solutions to your toolkit

Let’s break each of these down.

1. Use a solution that worked before

It might seem obvious, but if you’ve faced similar problems in the past, look back to what worked then. See if any of the solutions could apply to your current situation and, if so, replicate them.

2. Brainstorming

The more people you enlist to help solve the problem, the more potential solutions you can come up with.

Use different brainstorming techniques to workshop potential solutions with your team. They’ll likely bring something you haven’t thought of to the table.

3. Work backward

Working backward is a way to reverse engineer your problem. Imagine your problem has been solved, and make that the starting point.

Then, retrace your steps back to where you are now. This can help you see which course of action may be most effective.

4. Use the Kipling method

This is a method that poses six questions based on Rudyard Kipling’s poem, “ I Keep Six Honest Serving Men .” 

• What is the problem?
• Why is the problem important?
• When did the problem arise, and when does it need to be solved?
• How did the problem happen?
• Where is the problem occurring?
• Who does the problem affect?

Answering these questions can help you identify possible solutions.

5. Draw the problem

Sometimes it can be difficult to visualize all the components and moving parts of a problem and its solution. Drawing a diagram can help.

This technique is particularly helpful for solving process-related problems. For example, a product development team might want to decrease the time they take to fix bugs and create new iterations. Drawing the processes involved can help you see where improvements can be made.

6. Use trial-and-error

A trial-and-error approach can be useful when you have several possible solutions and want to test them to see which one works best.

7. Sleep on it

Finding the best solution to a problem is a process. Remember to take breaks and get enough rest . Sometimes, a walk around the block can bring inspiration, but you should sleep on it if possible.

A good night’s sleep helps us find creative solutions to problems. This is because when you sleep, your brain sorts through the day’s events and stores them as memories. This enables you to process your ideas at a subconscious level. 

If possible, give yourself a few days to develop and analyze possible solutions. You may find you have greater clarity after sleeping on it. Your mind will also be fresh, so you’ll be able to make better decisions.

8. Get advice from your peers

Getting input from a group of people can help you find solutions you may not have thought of on your own. 

For solo entrepreneurs or freelancers, this might look like hiring a coach or mentor or joining a mastermind group. 

For leaders , it might be consulting other members of the leadership team or working with a business coach .

It’s important to recognize you might not have all the skills, experience, or knowledge necessary to find a solution alone. 

9. Use the Pareto principle

The Pareto principle — also known as the 80/20 rule — can help you identify possible root causes and potential solutions for your problems.

Although it’s not a mathematical law, it’s a principle found throughout many aspects of business and life. For example, 20% of the sales reps in a company might close 80% of the sales. 

You may be able to narrow down the causes of your problem by applying the Pareto principle. This can also help you identify the most appropriate solutions.

10. Add successful solutions to your toolkit

Every situation is different, and the same solutions might not always work. But by keeping a record of successful problem-solving strategies, you can build up a solutions toolkit. 

These solutions may be applicable to future problems. Even if not, they may save you some of the time and work needed to come up with a new solution.

Improving problem-solving skills is essential for professional development — both yours and your team’s. Here are some of the key skills of effective problem solvers:

• Critical thinking and analytical skills
• Communication skills , including active listening
• Decision-making
• Planning and prioritization
• Emotional intelligence , including empathy and emotional regulation
• Time management
• Data analysis
• Research skills
• Project management

And they see problems as opportunities. Everyone is born with problem-solving skills. But accessing these abilities depends on how we view problems. Effective problem-solvers see problems as opportunities to learn and improve.

Ready to work on your problem-solving abilities? Get started with these seven tips.

1. Build your problem-solving skills

One of the best ways to improve your problem-solving skills is to learn from experts. Consider enrolling in organizational training , shadowing a mentor , or working with a coach .

2. Practice

Practice using your new problem-solving skills by applying them to smaller problems you might encounter in your daily life. 

Alternatively, imagine problematic scenarios that might arise at work and use problem-solving strategies to find hypothetical solutions.

3. Don’t try to find a solution right away

Often, the first solution you think of to solve a problem isn’t the most appropriate or effective.

Instead of thinking on the spot, give yourself time and use one or more of the problem-solving strategies above to activate your creative thinking. 

4. Ask for feedback

Receiving feedback is always important for learning and growth. Your perception of your problem-solving skills may be different from that of your colleagues. They can provide insights that help you improve. 

5. Learn new approaches and methodologies

There are entire books written about problem-solving methodologies if you want to take a deep dive into the subject. 

We recommend starting with “ Fixed — How to Perfect the Fine Art of Problem Solving ” by Amy E. Herman. 

6. Experiment

Tried-and-tested problem-solving techniques can be useful. However, they don’t teach you how to innovate and develop your own problem-solving approaches. 

Sometimes, an unconventional approach can lead to the development of a brilliant new idea or strategy. So don’t be afraid to suggest your most “out there” ideas.

7. Analyze the success of your competitors

Do you have competitors who have already solved the problem you’re facing? Look at what they did, and work backward to solve your own problem. 

For example, Netflix started in the 1990s as a DVD mail-rental company. Its main competitor at the time was Blockbuster. 

But when streaming became the norm in the early 2000s, both companies faced a crisis. Netflix innovated, unveiling its streaming service in 2007. 

If Blockbuster had followed Netflix’s example, it might have survived. Instead, it declared bankruptcy in 2010.

Use problem-solving strategies to uplevel your business

When facing a problem, it’s worth taking the time to find the right solution. 

Otherwise, we risk either running away from our problems or headlong into solutions. When we do this, we might miss out on other, better options.

Use the problem-solving strategies outlined above to find innovative solutions to your business’ most perplexing problems.

If you’re ready to take problem-solving to the next level, request a demo with BetterUp . Our expert coaches specialize in helping teams develop and implement strategies that work.

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Maximize your time and productivity with strategies from our expert coaches.

Elizabeth Perry, ACC

Elizabeth Perry is a Coach Community Manager at BetterUp. She uses strategic engagement strategies to cultivate a learning community across a global network of Coaches through in-person and virtual experiences, technology-enabled platforms, and strategic coaching industry partnerships. With over 3 years of coaching experience and a certification in transformative leadership and life coaching from Sofia University, Elizabeth leverages transpersonal psychology expertise to help coaches and clients gain awareness of their behavioral and thought patterns, discover their purpose and passions, and elevate their potential. She is a lifelong student of psychology, personal growth, and human potential as well as an ICF-certified ACC transpersonal life and leadership Coach.

8 creative solutions to your most challenging problems

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Center for Teaching

Teaching problem solving.

Print Version

Tips and Techniques

Expert vs. novice problem solvers, communicate.

• Have students  identify specific problems, difficulties, or confusions . Don’t waste time working through problems that students already understand.
• If students are unable to articulate their concerns, determine where they are having trouble by  asking them to identify the specific concepts or principles associated with the problem.
• In a one-on-one tutoring session, ask the student to  work his/her problem out loud . This slows down the thinking process, making it more accurate and allowing you to access understanding.
• When working with larger groups you can ask students to provide a written “two-column solution.” Have students write up their solution to a problem by putting all their calculations in one column and all of their reasoning (in complete sentences) in the other column. This helps them to think critically about their own problem solving and helps you to more easily identify where they may be having problems. Two-Column Solution (Math) Two-Column Solution (Physics)

Encourage Independence

• Model the problem solving process rather than just giving students the answer. As you work through the problem, consider how a novice might struggle with the concepts and make your thinking clear
• Have students work through problems on their own. Ask directing questions or give helpful suggestions, but  provide only minimal assistance and only when needed to overcome obstacles.
• Don’t fear  group work ! Students can frequently help each other, and talking about a problem helps them think more critically about the steps needed to solve the problem. Additionally, group work helps students realize that problems often have multiple solution strategies, some that might be more effective than others

Be sensitive

• Frequently, when working problems, students are unsure of themselves. This lack of confidence may hamper their learning. It is important to recognize this when students come to us for help, and to give each student some feeling of mastery. Do this by providing  positive reinforcement to let students know when they have mastered a new concept or skill.

Encourage Thoroughness and Patience

• Try to communicate that  the process is more important than the answer so that the student learns that it is OK to not have an instant solution. This is learned through your acceptance of his/her pace of doing things, through your refusal to let anxiety pressure you into giving the right answer, and through your example of problem solving through a step-by step process.

Experts (teachers) in a particular field are often so fluent in solving problems from that field that they can find it difficult to articulate the problem solving principles and strategies they use to novices (students) in their field because these principles and strategies are second nature to the expert. To teach students problem solving skills,  a teacher should be aware of principles and strategies of good problem solving in his or her discipline .

The mathematician George Polya captured the problem solving principles and strategies he used in his discipline in the book  How to Solve It: A New Aspect of Mathematical Method (Princeton University Press, 1957). The book includes  a summary of Polya’s problem solving heuristic as well as advice on the teaching of problem solving.

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FREE K-12 standards-aligned STEM

curriculum for educators everywhere!

Find more at TeachEngineering.org .

• TeachEngineering
• Problem Solving

Lesson Problem Solving

Grade Level: 8 (6-8)

(two 40-minute class periods)

Lesson Dependency: The Energy Problem

Subject Areas: Physical Science, Science and Technology

• Print lesson and its associated curriculum

Curriculum in this Unit Units serve as guides to a particular content or subject area. Nested under units are lessons (in purple) and hands-on activities (in blue). Note that not all lessons and activities will exist under a unit, and instead may exist as "standalone" curriculum.

• Energy Forms and States Demonstrations
• Energy Conversions
• Watt Meters to Measure Energy Consumption
• Household Energy Audit
• Light vs. Heat Bulbs
• Efficiency of an Electromechanical System
• Efficiency of a Water Heating System
• Solving Energy Problems
• Energy Projects

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Engineering connection, learning objectives, worksheets and attachments, more curriculum like this, introduction/motivation, associated activities, user comments & tips.

Scientists, engineers and ordinary people use problem solving each day to work out solutions to various problems. Using a systematic and iterative procedure to solve a problem is efficient and provides a logical flow of knowledge and progress.

• Students demonstrate an understanding of the Technological Method of Problem Solving.
• Students are able to apply the Technological Method of Problem Solving to a real-life problem.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science.

View aligned curriculum

Do you agree with this alignment? Thanks for your feedback!

International Technology and Engineering Educators Association - Technology

State standards, national science education standards - science.

Scientists, engineers, and ordinary people use problem solving each day to work out solutions to various problems. Using a systematic and iterative procedure to solve a problem is efficient and provides a logical flow of knowledge and progress.

In this unit, we use what is called "The Technological Method of Problem Solving." This is a seven-step procedure that is highly iterative—you may go back and forth among the listed steps, and may not always follow them in order. Remember that in most engineering projects, more than one good answer exists. The goal is to get to the best solution for a given problem. Following the lesson conduct the associated activities Egg Drop and Solving Energy Problems for students to employ problem solving methods and techniques. 

Lesson Background and Concepts for Teachers

The overall concept that is important in this lesson is: Using a standard method or procedure to solve problems makes the process easier and more effective.

The specific process of problem solving used in this unit was adapted from an eighth-grade technology textbook written for New York State standard technology curriculum. The process is shown in Figure 1, with details included below. The spiral shape shows that this is an iterative, not linear, process. The process can skip ahead (for example, build a model early in the process to test a proof of concept) and go backwards (learn more about the problem or potential solutions if early ideas do not work well).

This process provides a reference that can be reiterated throughout the unit as students learn new material or ideas that are relevant to the completion of their unit projects.

Brainstorming about what we know about a problem or project and what we need to find out to move forward in a project is often a good starting point when faced with a new problem. This type of questioning provides a basis and relevance that is useful in other energy science and technology units. In this unit, the general problem that is addressed is the fact that Americans use a lot of energy, with the consequences that we have a dwindling supply of fossil fuels, and we are emitting a lot of carbon dioxide and other air pollutants. The specific project that students are assigned to address is an aspect of this problem that requires them to identify an action they can take in their own live to reduce their overall energy (or fossil fuel) consumption.

The Seven Steps of Problem Solving

1.  Identify the problem

Clearly state the problem. (Short, sweet and to the point. This is the "big picture" problem, not the specific project you have been assigned.)

2.  Establish what you want to achieve

• Completion of a specific project that will help to solve the overall problem.
• In one sentence answer the following question: How will I know I've completed this project?
• List criteria and constraints: Criteria are things you want the solution to have. Constraints are limitations, sometimes called specifications, or restrictions that should be part of the solution. They could be the type of materials, the size or weight the solution must meet, the specific tools or machines you have available, time you have to complete the task and cost of construction or materials.

3.  Gather information and research

• Research is sometimes needed both to better understand the problem itself as well as possible solutions.
• Don't reinvent the wheel – looking at other solutions can lead to better solutions.
• Use past experiences.

4.  Brainstorm possible solutions

List and/or sketch (as appropriate) as many solutions as you can think of.

5.  Choose the best solution

Evaluate solution by: 1) Comparing possible solution against constraints and criteria 2) Making trade-offs to identify "best."

6.  Implement the solution

• Develop plans that include (as required): drawings with measurements, details of construction, construction procedure.
• Define tasks and resources necessary for implementation.
• Implement actual plan as appropriate for your particular project.

7.  Test and evaluate the solution

• Compare the solution against the criteria and constraints.
• Define how you might modify the solution for different or better results.
• Egg Drop - Use this demonstration or activity to introduce and use the problem solving method. Encourages creative design.
• Solving Energy Problems - Unit project is assigned and students begin with problem solving techniques to begin to address project. Mostly they learn that they do not know enough yet to solve the problem.
• Energy Projects - Students use what they learned about energy systems to create a project related to identifying and carrying out a personal change to reduce energy consumption.

The results of the problem solving activity provide a basis for the entire semester project. Collect and review the worksheets to make sure that students are started on the right track.

Learn the basics of the analysis of forces engineers perform at the truss joints to calculate the strength of a truss bridge known as the “method of joints.” Find the tensions and compressions to solve systems of linear equations where the size depends on the number of elements and nodes in the trus...

Through role playing and problem solving, this lesson sets the stage for a friendly competition between groups to design and build a shielding device to protect humans traveling in space. The instructor asks students—how might we design radiation shielding for space travel?

A process for technical problem solving is introduced and applied to a fun demonstration. Given the success with the demo, the iterative nature of the process can be illustrated.

The culminating energy project is introduced and the technical problem solving process is applied to get students started on the project. By the end of the class, students should have a good perspective on what they have already learned and what they still need to learn to complete the project.

Hacker, M, Barden B., Living with Technology , 2nd edition. Albany NY: Delmar Publishers, 1993.

Other Related Information

This lesson was originally published by the Clarkson University K-12 Project Based Learning Partnership Program and may be accessed at http://internal.clarkson.edu/highschool/k12/project/energysystems.html.

Contributors

Supporting program, acknowledgements.

This lesson was developed under National Science Foundation grants no. DUE 0428127 and DGE 0338216. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: August 16, 2023

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A guide to problem-solving techniques, steps, and skills

You might associate problem-solving with the math exercises that a seven-year-old would do at school. But problem-solving isn’t just about math — it’s a crucial skill that helps everyone make better decisions in everyday life or work.

Problem-solving involves finding effective solutions to address complex challenges, in any context they may arise.

Unfortunately, structured and systematic problem-solving methods aren’t commonly taught. Instead, when solving a problem, PMs tend to rely heavily on intuition. While for simple issues this might work well, solving a complex problem with a straightforward solution is often ineffective and can even create more problems.

In this article, you’ll learn a framework for approaching problem-solving, alongside how you can improve your problem-solving skills.

The 7 steps to problem-solving

When it comes to problem-solving there are seven key steps that you should follow: define the problem, disaggregate, prioritize problem branches, create an analysis plan, conduct analysis, synthesis, and communication.

1. Define the problem

Problem-solving begins with a clear understanding of the issue at hand. Without a well-defined problem statement, confusion and misunderstandings can hinder progress. It’s crucial to ensure that the problem statement is outcome-focused, specific, measurable whenever possible, and time-bound.

Additionally, aligning the problem definition with relevant stakeholders and decision-makers is essential to ensure efforts are directed towards addressing the actual problem rather than side issues.

2. Disaggregate

Complex issues often require deeper analysis. Instead of tackling the entire problem at once, the next step is to break it down into smaller, more manageable components.

Various types of logic trees (also known as issue trees or decision trees) can be used to break down the problem. At each stage where new branches are created, it’s important for them to be “MECE” – mutually exclusive and collectively exhaustive. This process of breaking down continues until manageable components are identified, allowing for individual examination.

The decomposition of the problem demands looking at the problem from various perspectives. That is why collaboration within a team often yields more valuable results, as diverse viewpoints lead to a richer pool of ideas and solutions.

3. Prioritize problem branches

The next step involves prioritization. Not all branches of the problem tree have the same impact, so it’s important to understand the significance of each and focus attention on the most impactful areas. Prioritizing helps streamline efforts and minimize the time required to solve the problem.

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4. Create an analysis plan

For prioritized components, you may need to conduct in-depth analysis. Before proceeding, a work plan is created for data gathering and analysis. If work is conducted within a team, having a plan provides guidance on what needs to be achieved, who is responsible for which tasks, and the timelines involved.

5. Conduct analysis

Data gathering and analysis are central to the problem-solving process. It’s a good practice to set time limits for this phase to prevent excessive time spent on perfecting details. You can employ heuristics and rule-of-thumb reasoning to improve efficiency and direct efforts towards the most impactful work.

6. Synthesis

After each individual branch component has been researched, the problem isn’t solved yet. The next step is synthesizing the data logically to address the initial question. The synthesis process and the logical relationship between the individual branch results depend on the logic tree used.

7. Communication

The last step is communicating the story and the solution of the problem to the stakeholders and decision-makers. Clear effective communication is necessary to build trust in the solution and facilitates understanding among all parties involved. It ensures that stakeholders grasp the intricacies of the problem and the proposed solution, leading to informed decision-making.

Exploring problem-solving in various contexts

While problem-solving has traditionally been associated with fields like engineering and science, today it has become a fundamental skill for individuals across all professions. In fact, problem-solving consistently ranks as one of the top skills required by employers.

Problem-solving techniques can be applied in diverse contexts:

• Individuals — What career path should I choose? Where should I live? These are examples of simple and common personal challenges that require effective problem-solving skills
• Organizations — Businesses also face many decisions that are not trivial to answer. Should we expand into new markets this year? How can we enhance the quality of our product development? Will our office accommodate the upcoming year’s growth in terms of capacity?
• Societal issues — The biggest world challenges are also complex problems that can be addressed with the same technique. How can we minimize the impact of climate change? How do we fight cancer?

Despite the variation in domains and contexts, the fundamental approach to solving these questions remains the same. It starts with gaining a clear understanding of the problem, followed by decomposition, conducting analysis of the decomposed branches, and synthesizing it into a result that answers the initial problem.

Real-world examples of problem-solving

Let’s now explore some examples where we can apply the problem solving framework.

Problem: In the production of electronic devices, you observe an increasing number of defects. How can you reduce the error rate and improve the quality?

Before delving into analysis, you can deprioritize branches that you already have information for or ones you deem less important. For instance, while transportation delays may occur, the resulting material degradation is likely negligible. For other branches, additional research and data gathering may be necessary.

Once results are obtained, synthesis is crucial to address the core question: How can you decrease the defect rate?

While all factors listed may play a role, their significance varies. Your task is to prioritize effectively. Through data analysis, you may discover that altering the equipment would bring the most substantial positive outcome. However, executing a solution isn’t always straightforward. In prioritizing, you should consider both the potential impact and the level of effort needed for implementation.

By evaluating impact and effort, you can systematically prioritize areas for improvement, focusing on those with high impact and requiring minimal effort to address. This approach ensures efficient allocation of resources towards improvements that offer the greatest return on investment.

Problem : What should be my next job role?

When breaking down this problem, you need to consider various factors that are important for your future happiness in the role. This includes aspects like the company culture, our interest in the work itself, and the lifestyle that you can afford with the role.

However, not all factors carry the same weight for us. To make sense of the results, we can assign a weight factor to each branch. For instance, passion for the job role may have a weight factor of 1, while interest in the industry may have a weight factor of 0.5, because that is less important for you.

By applying these weights to a specific role and summing the values, you can have an estimate of how suitable that role is for you. Moreover, you can compare two roles and make an informed decision based on these weighted indicators.

Key problem-solving skills

This framework provides the foundation and guidance needed to effectively solve problems. However, successfully applying this framework requires the following:

• Creativity — During the decomposition phase, it’s essential to approach the problem from various perspectives and think outside the box to generate innovative ideas for breaking down the problem tree
• Decision-making — Throughout the process, decisions must be made, even when full confidence is lacking. Employing rules of thumb to simplify analysis or selecting one tree cut over another requires decisiveness and comfort with choices made
• Analytical skills — Analytical and research skills are necessary for the phase following decomposition, involving data gathering and analysis on selected tree branches
• Teamwork — Collaboration and teamwork are crucial when working within a team setting. Solving problems effectively often requires collective effort and shared responsibility
• Communication — Clear and structured communication is essential to convey the problem solution to stakeholders and decision-makers and build trust

How to enhance your problem-solving skills

Problem-solving requires practice and a certain mindset. The more you practice, the easier it becomes. Here are some strategies to enhance your skills:

• Practice structured thinking in your daily life — Break down problems or questions into manageable parts. You don’t need to go through the entire problem-solving process and conduct detailed analysis. When conveying a message, simplify the conversation by breaking the message into smaller, more understandable segments
• Regularly challenging yourself with games and puzzles — Solving puzzles, riddles, or strategy games can boost your problem-solving skills and cognitive agility.
• Engage with individuals from diverse backgrounds and viewpoints — Conversing with people who offer different perspectives provides fresh insights and alternative solutions to problems. This boosts creativity and helps in approaching challenges from new angles

Final thoughts

Problem-solving extends far beyond mathematics or scientific fields; it’s a critical skill for making informed decisions in every area of life and work. The seven-step framework presented here provides a systematic approach to problem-solving, relevant across various domains.

Now, consider this: What’s one question currently on your mind? Grab a piece of paper and try to apply the problem-solving framework. You might uncover fresh insights you hadn’t considered before.

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Introduction to Problem Solving Skills

What is problem solving and why is it important.

The ability to solve problems is a basic life skill and is essential to our day-to-day lives, at home, at school, and at work. We solve problems every day without really thinking about how we solve them. For example: it’s raining and you need to go to the store. What do you do? There are lots of possible solutions. Take your umbrella and walk. If you don't want to get wet, you can drive, or take the bus. You might decide to call a friend for a ride, or you might decide to go to the store another day. There is no right way to solve this problem and different people will solve it differently.

Problem solving is the process of identifying a problem, developing possible solution paths, and taking the appropriate course of action.

Why is problem solving important? Good problem solving skills empower you not only in your personal life but are critical in your professional life. In the current fast-changing global economy, employers often identify everyday problem solving as crucial to the success of their organizations. For employees, problem solving can be used to develop practical and creative solutions, and to show independence and initiative to employers.

Throughout this case study you will be asked to jot down your thoughts in idea logs. These idea logs are used for reflection on concepts and for answering short questions. When you click on the "Next" button, your responses will be saved for that page. If you happen to close the webpage, you will lose your work on the page you were on, but previous pages will be saved. At the end of the case study, click on the "Finish and Export to PDF" button to acknowledge completion of the case study and receive a PDF document of your idea logs.

What Does Problem Solving Look Like?

The ability to solve problems is a skill, and just like any other skill, the more you practice, the better you get. So how exactly do you practice problem solving? Learning about different problem solving strategies and when to use them will give you a good start. Problem solving is a process. Most strategies provide steps that help you identify the problem and choose the best solution. There are two basic types of strategies: algorithmic and heuristic.

Algorithmic strategies are traditional step-by-step guides to solving problems. They are great for solving math problems (in algebra: multiply and divide, then add or subtract) or for helping us remember the correct order of things (a mnemonic such as “Spring Forward, Fall Back” to remember which way the clock changes for daylight saving time, or “Righty Tighty, Lefty Loosey” to remember what direction to turn bolts and screws). Algorithms are best when there is a single path to the correct solution.

But what do you do when there is no single solution for your problem? Heuristic methods are general guides used to identify possible solutions. A popular one that is easy to remember is IDEAL [ Bransford & Stein, 1993 ] :

• I dentify the problem
• D efine the context of the problem
• E xplore possible strategies
• A ct on best solution

IDEAL is just one problem solving strategy. Building a toolbox of problem solving strategies will improve your problem solving skills. With practice, you will be able to recognize and use multiple strategies to solve complex problems.

Watch the video

What is the best way to get a peanut out of a tube that cannot be moved? Watch a chimpanzee solve this problem in the video below [ Geert Stienissen, 2010 ].

[PDF transcript]

Describe the series of steps you think the chimpanzee used to solve this problem.

• [Page 2: What does Problem Solving Look Like?] Describe the series of steps you think the chimpanzee used to solve this problem.

Think of an everyday problem you've encountered recently and describe your steps for solving it.

• [Page 2: What does Problem Solving Look Like?] Think of an everyday problem you've encountered recently and describe your steps for solving it.

Developing Problem Solving Processes

Problem solving is a process that uses steps to solve problems. But what does that really mean? Let's break it down and start building our toolbox of problem solving strategies.

What is the first step of solving any problem? The first step is to recognize that there is a problem and identify the right cause of the problem. This may sound obvious, but similar problems can arise from different events, and the real issue may not always be apparent. To really solve the problem, it's important to find out what started it all. This is called identifying the root cause .

Example: You and your classmates have been working long hours on a project in the school's workshop. The next afternoon, you try to use your student ID card to access the workshop, but discover that your magnetic strip has been demagnetized. Since the card was a couple of years old, you chalk it up to wear and tear and get a new ID card. Later that same week you learn that several of your classmates had the same problem! After a little investigation, you discover that a strong magnet was stored underneath a workbench in the workshop. The magnet was the root cause of the demagnetized student ID cards.

The best way to identify the root cause of the problem is to ask questions and gather information. If you have a vague problem, investigating facts is more productive than guessing a solution. Ask yourself questions about the problem. What do you know about the problem? What do you not know? When was the last time it worked correctly? What has changed since then? Can you diagram the process into separate steps? Where in the process is the problem occurring? Be curious, ask questions, gather facts, and make logical deductions rather than assumptions.

Watch Adam Savage from Mythbusters, describe his problem solving process [ ForaTv, 2010 ]. As you watch this section of the video, try to identify the questions he asks and the different strategies he uses.

Adam Savage shared many of his problem solving processes. List the ones you think are the five most important. Your list may be different from other people in your class—that's ok!

• [Page 3: Developing Problem Solving Processes] Adam Savage shared many of his problem solving processes. List the ones you think are the five most important.

“The ability to ask the right question is more than half the battle of finding the answer.” — Thomas J. Watson , founder of IBM

Voices From the Field: Solving Problems

In manufacturing facilities and machine shops, everyone on the floor is expected to know how to identify problems and find solutions. Today's employers look for the following skills in new employees: to analyze a problem logically, formulate a solution, and effectively communicate with others.

In this video, industry professionals share their own problem solving processes, the problem solving expectations of their employees, and an example of how a problem was solved.

Meet the Partners:

• Taconic High School in Pittsfield, Massachusetts, is a comprehensive, fully accredited high school with special programs in Health Technology, Manufacturing Technology, and Work-Based Learning.
• Berkshire Community College in Pittsfield, Massachusetts, prepares its students with applied manufacturing technical skills, providing hands-on experience at industrial laboratories and manufacturing facilities, and instructing them in current technologies.
• H.C. Starck in Newton, Massachusetts, specializes in processing and manufacturing technology metals, such as tungsten, niobium, and tantalum. In almost 100 years of experience, they hold over 900 patents, and continue to innovate and develop new products.
• Nypro Healthcare in Devens, Massachusetts, specializes in precision injection-molded healthcare products. They are committed to good manufacturing processes including lean manufacturing and process validation.

Making Decisions

Now that you have a couple problem solving strategies in your toolbox, let's practice. In this exercise, you are given a scenario and you will be asked to decide what steps you would take to identify and solve the problem.

Scenario: You are a new employee and have just finished your training. As your first project, you have been assigned the milling of several additional components for a regular customer. Together, you and your trainer, Bill, set up for the first run. Checking your paperwork, you gather the tools and materials on the list. As you are mounting the materials on the table, you notice that you didn't grab everything and hurriedly grab a few more items from one of the bins. Once the material is secured on the CNC table, you load tools into the tool carousel in the order listed on the tool list and set the fixture offsets.

Bill tells you that since this is a rerun of a job several weeks ago, the CAD/CAM model has already been converted to CNC G-code. Bill helps you download the code to the CNC machine. He gives you the go-ahead and leaves to check on another employee. You decide to start your first run.

What problems did you observe in the video?

• [Page 5: Making Decisions] What problems did you observe in the video?
• What do you do next?
• Try to fix it yourself.
• Ask your trainer for help.

As you are cleaning up, you think about what happened and wonder why it happened. You try to create a mental picture of what happened. You are not exactly sure what the end mill hit, but it looked like it might have hit the dowel pin. You wonder if you grabbed the correct dowel pins from the bins earlier.

You can think of two possible next steps. You can recheck the dowel pin length to make sure it is the correct length, or do a dry run using the CNC single step or single block function with the spindle empty to determine what actually happened.

• Check the dowel pins.
• Use the single step/single block function to determine what happened.

You notice that your trainer, Bill, is still on the floor and decide to ask him for help. You describe the problem to him. Bill asks if you know what the end mill ran into. You explain that you are not sure but you think it was the dowel pin. Bill reminds you that it is important to understand what happened so you can fix the correct problem. He suggests that you start all over again and begin with a dry run using the single step/single block function, with the spindle empty, to determine what it hit. Or, since it happened at the end, he mentions that you can also check the G-code to make sure the Z-axis is raised before returning to the home position.

• Run the single step/single block function.
• Edit the G-code to raise the Z-axis.

You finish cleaning up and check the CNC for any damage. Luckily, everything looks good. You check your paperwork and gather the components and materials again. You look at the dowel pins you used earlier, and discover that they are not the right length. As you go to grab the correct dowel pins, you have to search though several bins. For the first time, you are aware of the mess - it looks like the dowel pins and other items have not been put into the correctly labeled bins. You spend 30 minutes straightening up the bins and looking for the correct dowel pins.

Finally finding them, you finish setting up. You load tools into the tool carousel in the order listed on the tool list and set the fixture offsets. Just to make sure, you use the CNC single step/single block function, to do a dry run of the part. Everything looks good! You are ready to create your first part. The first component is done, and, as you admire your success, you notice that the part feels hotter than it should.

You wonder why? You go over the steps of the process to mentally figure out what could be causing the residual heat. You wonder if there is a problem with the CNC's coolant system or if the problem is in the G-code.

• Look at the G-code.

After thinking about the problem, you decide that maybe there's something wrong with the setup. First, you clean up the damaged materials and remove the broken tool. You check the CNC machine carefully for any damage. Luckily, everything looks good. It is time to start over again from the beginning.

You again check your paperwork and gather the tools and materials on the setup sheet. After securing the new materials, you use the CNC single step/single block function with the spindle empty, to do a dry run of the part. You watch carefully to see if you can figure out what happened. It looks to you like the spindle barely misses hitting the dowel pin. You determine that the end mill was broken when it hit the dowel pin while returning to the start position.

After conducting a dry run using the single step/single block function, you determine that the end mill was damaged when it hit the dowel pin on its return to the home position. You discuss your options with Bill. Together, you decide the best thing to do would be to edit the G-code and raise the Z-axis before returning to home. You open the CNC control program and edit the G-code. Just to make sure, you use the CNC single step/single block function, to do another dry run of the part. You are ready to create your first part. It works. You first part is completed. Only four more to go.

As you are cleaning up, you notice that the components are hotter than you expect and the end mill looks more worn than it should be. It dawns on you that while you were milling the component, the coolant didn't turn on. You wonder if it is a software problem in the G-code or hardware problem with the CNC machine.

It's the end of the day and you decide to finish the rest of the components in the morning.

• You decide to look at the G-code in the morning.
• You leave a note on the machine, just in case.

You decide that the best thing to do would be to edit the G-code and raise the Z-axis of the spindle before it returns to home. You open the CNC control program and edit the G-code.

While editing the G-code to raise the Z-axis, you notice that the coolant is turned off at the beginning of the code and at the end of the code. The coolant command error caught your attention because your coworker, Mark, mentioned having a similar issue during lunch. You change the coolant command to turn the mist on.

• You decide to talk with your supervisor.
• You discuss what happened with a coworker over lunch.

As you reflect on the residual heat problem, you think about the machining process and the factors that could have caused the issue. You try to think of anything and everything that could be causing the issue. Are you using the correct tool for the specified material? Are you using the specified material? Is it running at the correct speed? Is there enough coolant? Are there chips getting in the way?

Wait, was the coolant turned on? As you replay what happened in your mind, you wonder why the coolant wasn't turned on. You decide to look at the G-code to find out what is going on.

From the milling machine computer, you open the CNC G-code. You notice that there are no coolant commands. You add them in and on the next run, the coolant mist turns on and the residual heat issues is gone. Now, its on to creating the rest of the parts.

Have you ever used brainstorming to solve a problem? Chances are, you've probably have, even if you didn't realize it.

You notice that your trainer, Bill, is on the floor and decide to ask him for help. You describe the problem with the end mill breaking, and how you discovered that items are not being returned to the correctly labeled bins. You think this caused you to grab the incorrect length dowel pins on your first run. You have sorted the bins and hope that the mess problem is fixed. You then go on to tell Bill about the residual heat issue with the completed part.

Together, you go to the milling machine. Bill shows you how to check the oil and coolant levels. Everything looks good at the machine level. Next, on the CNC computer, you open the CNC G-code. While looking at the code, Bill points out that there are no coolant commands. Bill adds them in and when you rerun the program, it works.

Bill is glad you mentioned the problem to him. You are the third worker to mention G-code issues over the last week. You noticed the coolant problems in your G-code, John noticed a Z-axis issue in his G-code, and Sam had issues with both the Z-axis and the coolant. Chances are, there is a bigger problem and Bill will need to investigate the root cause .

Talking with Bill, you discuss the best way to fix the problem. Bill suggests editing the G-code to raise the Z-axis of the spindle before it returns to its home position. You open the CNC control program and edit the G-code. Following the setup sheet, you re-setup the job and use the CNC single step/single block function, to do another dry run of the part. Everything looks good, so you run the job again and create the first part. It works. Since you need four of each component, you move on to creating the rest of them before cleaning up and leaving for the day.

It's a new day and you have new components to create. As you are setting up, you go in search of some short dowel pins. You discover that the bins are a mess and components have not been put away in the correctly labeled bins. You wonder if this was the cause of yesterday's problem. As you reorganize the bins and straighten up the mess, you decide to mention the mess issue to Bill in your afternoon meeting.

You describe the bin mess and using the incorrect length dowels to Bill. He is glad you mentioned the problem to him. You are not the first person to mention similar issues with tools and parts not being put away correctly. Chances are there is a bigger safety issue here that needs to be addressed in the next staff meeting.

In any workplace, following proper safety and cleanup procedures is always important. This is especially crucial in manufacturing where people are constantly working with heavy, costly and sometimes dangerous equipment. When issues and problems arise, it is important that they are addressed in an efficient and timely manner. Effective communication is an important tool because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost, and save money.

You now know that the end mill was damaged when it hit the dowel pin. It seems to you that the easiest thing to do would be to edit the G-code and raise the Z-axis position of the spindle before it returns to the home position. You open the CNC control program and edit the G-code, raising the Z-axis. Starting over, you follow the setup sheet and re-setup the job. This time, you use the CNC single step/single block function, to do another dry run of the part. Everything looks good, so you run the job again and create the first part.

At the end of the day, you are reviewing your progress with your trainer, Bill. After you describe the day's events, he reminds you to always think about safety and the importance of following work procedures. He decides to bring the issue up in the next morning meeting as a reminder to everyone.

In any workplace, following proper procedures (especially those that involve safety) is always important. This is especially crucial in manufacturing where people are constantly working with heavy, costly, and sometimes dangerous equipment. When issues and problems arise, it is important that they are addressed in an efficient and timely manner. Effective communication is an important tool because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost, and save money. One tool to improve communication is the morning meeting or huddle.

The next morning, you check the G-code to determine what is wrong with the coolant. You notice that the coolant is turned off at the beginning of the code and also at the end of the code. This is strange. You change the G-code to turn the coolant on at the beginning of the run and off at the end. This works and you create the rest of the parts.

Throughout the day, you keep wondering what caused the G-code error. At lunch, you mention the G-code error to your coworker, John. John is not surprised. He said that he encountered a similar problem earlier this week. You decide to talk with your supervisor the next time you see him.

You are in luck. You see your supervisor by the door getting ready to leave. You hurry over to talk with him. You start off by telling him about how you asked Bill for help. Then you tell him there was a problem and the end mill was damaged. You describe the coolant problem in the G-code. Oh, and by the way, John has seen a similar problem before.

Your supervisor doesn't seem overly concerned, errors happen. He tells you "Good job, I am glad you were able to fix the issue." You are not sure whether your supervisor understood your explanation of what happened or that it had happened before.

The challenge of communicating in the workplace is learning how to share your ideas and concerns. If you need to tell your supervisor that something is not going well, it is important to remember that timing, preparation, and attitude are extremely important.

It is the end of your shift, but you want to let the next shift know that the coolant didn't turn on. You do not see your trainer or supervisor around. You decide to leave a note for the next shift so they are aware of the possible coolant problem. You write a sticky note and leave it on the monitor of the CNC control system.

How effective do you think this solution was? Did it address the problem?

In this scenario, you discovered several problems with the G-code that need to be addressed. When issues and problems arise, it is important that they are addressed in an efficient and timely manner. Effective communication is an important tool because it can prevent problems from recurring and avoid injury to personnel. The challenge of communicating in the workplace is learning how and when to share your ideas and concerns. If you need to tell your co-workers or supervisor that there is a problem, it is important to remember that timing and the method of communication are extremely important.

You are able to fix the coolant problem in the G-code. While you are glad that the problem is fixed, you are worried about why it happened in the first place. It is important to remember that if a problem keeps reappearing, you may not be fixing the right problem. You may only be addressing the symptoms.

You decide to talk to your trainer. Bill is glad you mentioned the problem to him. You are the third worker to mention G-code issues over the last week. You noticed the coolant problems in your G-code, John noticed a Z-axis issue in his G-code, and Sam had issues with both the Z-axis and the coolant. Chances are, there is a bigger problem and Bill will need to investigate the root cause .

Over lunch, you ask your coworkers about the G-code problem and what may be causing the error. Several people mention having similar problems but do not know the cause.

You have now talked to three coworkers who have all experienced similar coolant G-code problems. You make a list of who had the problem, when they had the problem, and what each person told you.

When you see your supervisor later that afternoon, you are ready to talk with him. You describe the problem you had with your component and the damaged bit. You then go on to tell him about talking with Bill and discovering the G-code issue. You show him your notes on your coworkers' coolant issues, and explain that you think there might be a bigger problem.

You supervisor thanks you for your initiative in identifying this problem. It sounds like there is a bigger problem and he will need to investigate the root cause. He decides to call a team huddle to discuss the issue, gather more information, and talk with the team about the importance of communication.

Root Cause Analysis

Root cause analysis ( RCA ) is a method of problem solving that identifies the underlying causes of an issue. Root cause analysis helps people answer the question of why the problem occurred in the first place. RCA uses clear cut steps in its associated tools, like the "5 Whys Analysis" and the "Cause and Effect Diagram," to identify the origin of the problem, so that you can:

• Determine what happened.
• Determine why it happened.
• Fix the problem so it won’t happen again.

RCA works under the idea that systems and events are connected. An action in one area triggers an action in another, and another, and so on. By tracing back these actions, you can discover where the problem started and how it developed into the problem you're now facing. Root cause analysis can prevent problems from recurring, reduce injury to personnel, reduce rework and scrap, and ultimately, reduce cost and save money. There are many different RCA techniques available to determine the root cause of a problem. These are just a few:

• Root Cause Analysis Tools
• 5 Whys Analysis
• Fishbone or Cause and Effect Diagram
• Pareto Analysis

How Huddles Work

Communication is a vital part of any setting where people work together. Effective communication helps employees and managers form efficient teams. It builds trusts between employees and management, and reduces unnecessary competition because each employee knows how their part fits in the larger goal.

One tool that management can use to promote communication in the workplace is the huddle . Just like football players on the field, a huddle is a short meeting where everyone is standing in a circle. A daily team huddle ensures that team members are aware of changes to the schedule, reiterated problems and safety issues, and how their work impacts one another. When done right, huddles create collaboration, communication, and accountability to results. Impromptu huddles can be used to gather information on a specific issue and get each team member's input.

The most important thing to remember about huddles is that they are short, lasting no more than 10 minutes, and their purpose is to communicate and identify. In essence, a huddle’s purpose is to identify priorities, communicate essential information, and discover roadblocks to productivity.

Who uses huddles? Many industries and companies use daily huddles. At first thought, most people probably think of hospitals and their daily patient update meetings, but lots of managers use daily meetings to engage their employees. Here are a few examples:

• Brian Scudamore, CEO of 1-800-Got-Junk? , uses the daily huddle as an operational tool to take the pulse of his employees and as a motivational tool. Watch a morning huddle meeting .
• Fusion OEM, an outsourced manufacturing and production company. What do employees take away from the daily huddle meeting .
• Biz-Group, a performance consulting group. Tips for a successful huddle .

Brainstorming

One tool that can be useful in problem solving is brainstorming . Brainstorming is a creativity technique designed to generate a large number of ideas for the solution to a problem. The method was first popularized in 1953 by Alex Faickney Osborn in the book Applied Imagination . The goal is to come up with as many ideas as you can in a fixed amount of time. Although brainstorming is best done in a group, it can be done individually. Like most problem solving techniques, brainstorming is a process.

• Define a clear objective.
• Have an agreed a time limit.
• During the brainstorming session, write down everything that comes to mind, even if the idea sounds crazy.
• If one idea leads to another, write down that idea too.
• Combine and refine ideas into categories of solutions.
• Assess and analyze each idea as a potential solution.

When used during problem solving, brainstorming can offer companies new ways of encouraging staff to think creatively and improve production. Brainstorming relies on team members' diverse experiences, adding to the richness of ideas explored. This means that you often find better solutions to the problems. Team members often welcome the opportunity to contribute ideas and can provide buy-in for the solution chosen—after all, they are more likely to be committed to an approach if they were involved in its development. What's more, because brainstorming is fun, it helps team members bond.

• Watch Peggy Morgan Collins, a marketing executive at Power Curve Communications discuss How to Stimulate Effective Brainstorming .
• Watch Kim Obbink, CEO of Filter Digital, a digital content company, and her team share their top five rules for How to Effectively Generate Ideas .

Importance of Good Communication and Problem Description

Communication is one of the most frequent activities we engage in on a day-to-day basis. At some point, we have all felt that we did not effectively communicate an idea as we would have liked. The key to effective communication is preparation. Rather than attempting to haphazardly improvise something, take a few minutes and think about what you want say and how you will say it. If necessary, write yourself a note with the key points or ideas in the order you want to discuss them. The notes can act as a reminder or guide when you talk to your supervisor.

Tips for clear communication of an issue:

• Provide a clear summary of your problem. Start at the beginning, give relevant facts, timelines, and examples.
• Avoid including your opinion or personal attacks in your explanation.
• Avoid using words like "always" or "never," which can give the impression that you are exaggerating the problem.
• If this is an ongoing problem and you have collected documentation, give it to your supervisor once you have finished describing the problem.
• Remember to listen to what's said in return; communication is a two-way process.

Not all communication is spoken. Body language is nonverbal communication that includes your posture, your hands and whether you make eye contact. These gestures can be subtle or overt, but most importantly they communicate meaning beyond what is said. When having a conversation, pay attention to how you stand. A stiff position with arms crossed over your chest may imply that you are being defensive even if your words state otherwise. Shoving your hands in your pockets when speaking could imply that you have something to hide. Be wary of using too many hand gestures because this could distract listeners from your message.

The challenge of communicating in the workplace is learning how and when to share your ideas or concerns. If you need to tell your supervisor or co-worker about something that is not going well, keep in mind that good timing and good attitude will go a long way toward helping your case.

Like all skills, effective communication needs to be practiced. Toastmasters International is perhaps the best known public speaking organization in the world. Toastmasters is open to anyone who wish to improve their speaking skills and is willing to put in the time and effort to do so. To learn more, visit Toastmasters International .

Methods of Communication

Communication of problems and issues in any workplace is important, particularly when safety is involved. It is therefore crucial in manufacturing where people are constantly working with heavy, costly, and sometimes dangerous equipment. As issues and problems arise, they need to be addressed in an efficient and timely manner. Effective communication is an important skill because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost and save money.

There are many different ways to communicate: in person, by phone, via email, or written. There is no single method that fits all communication needs, each one has its time and place.

In person: In the workplace, face-to-face meetings should be utilized whenever possible. Being able to see the person you need to speak to face-to-face gives you instant feedback and helps you gauge their response through their body language. Be careful of getting sidetracked in conversation when you need to communicate a problem.

Email: Email has become the communication standard for most businesses. It can be accessed from almost anywhere and is great for things that don’t require an immediate response. Email is a great way to communicate non-urgent items to large amounts of people or just your team members. One thing to remember is that most people's inboxes are flooded with emails every day and unless they are hyper vigilant about checking everything, important items could be missed. For issues that are urgent, especially those around safety, email is not always be the best solution.

Phone: Phone calls are more personal and direct than email. They allow us to communicate in real time with another person, no matter where they are. Not only can talking prevent miscommunication, it promotes a two-way dialogue. You don’t have to worry about your words being altered or the message arriving on time. However, mobile phone use and the workplace don't always mix. In particular, using mobile phones in a manufacturing setting can lead to a variety of problems, cause distractions, and lead to serious injury.

Written: Written communication is appropriate when detailed instructions are required, when something needs to be documented, or when the person is too far away to easily speak with over the phone or in person.

There is no "right" way to communicate, but you should be aware of how and when to use the appropriate form of communication for your situation. When deciding the best way to communicate with a co-worker or manager, put yourself in their shoes, and think about how you would want to learn about the issue. Also, consider what information you would need to know to better understand the issue. Use your good judgment of the situation and be considerate of your listener's viewpoint.

Did you notice any other potential problems in the previous exercise?

• [Page 6:] Did you notice any other potential problems in the previous exercise?

Summary of Strategies

In this exercise, you were given a scenario in which there was a problem with a component you were creating on a CNC machine. You were then asked how you wanted to proceed. Depending on your path through this exercise, you might have found an easy solution and fixed it yourself, asked for help and worked with your trainer, or discovered an ongoing G-code problem that was bigger than you initially thought.

When issues and problems arise, it is important that they are addressed in an efficient and timely manner. Communication is an important tool because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost, and save money. Although, each path in this exercise ended with a description of a problem solving tool for your toolbox, the first step is always to identify the problem and define the context in which it happened.

There are several strategies that can be used to identify the root cause of a problem. Root cause analysis (RCA) is a method of problem solving that helps people answer the question of why the problem occurred. RCA uses a specific set of steps, with associated tools like the “5 Why Analysis" or the “Cause and Effect Diagram,” to identify the origin of the problem, so that you can:

Once the underlying cause is identified and the scope of the issue defined, the next step is to explore possible strategies to fix the problem.

If you are not sure how to fix the problem, it is okay to ask for help. Problem solving is a process and a skill that is learned with practice. It is important to remember that everyone makes mistakes and that no one knows everything. Life is about learning. It is okay to ask for help when you don’t have the answer. When you collaborate to solve problems you improve workplace communication and accelerates finding solutions as similar problems arise.

One tool that can be useful for generating possible solutions is brainstorming . Brainstorming is a technique designed to generate a large number of ideas for the solution to a problem. The method was first popularized in 1953 by Alex Faickney Osborn in the book Applied Imagination. The goal is to come up with as many ideas as you can, in a fixed amount of time. Although brainstorming is best done in a group, it can be done individually.

Depending on your path through the exercise, you may have discovered that a couple of your coworkers had experienced similar problems. This should have been an indicator that there was a larger problem that needed to be addressed.

In any workplace, communication of problems and issues (especially those that involve safety) is always important. This is especially crucial in manufacturing where people are constantly working with heavy, costly, and sometimes dangerous equipment. When issues and problems arise, it is important that they be addressed in an efficient and timely manner. Effective communication is an important tool because it can prevent problems from recurring, avoid injury to personnel, reduce rework and scrap, and ultimately, reduce cost and save money.

One strategy for improving communication is the huddle . Just like football players on the field, a huddle is a short meeting with everyone standing in a circle. A daily team huddle is a great way to ensure that team members are aware of changes to the schedule, any problems or safety issues are identified and that team members are aware of how their work impacts one another. When done right, huddles create collaboration, communication, and accountability to results. Impromptu huddles can be used to gather information on a specific issue and get each team member's input.

To learn more about different problem solving strategies, choose an option below. These strategies accompany the outcomes of different decision paths in the problem solving exercise.

• View Problem Solving Strategies Select a strategy below... Root Cause Analysis How Huddles Work Brainstorming Importance of Good Problem Description Methods of Communication

Communication is one of the most frequent activities we engage in on a day-to-day basis. At some point, we have all felt that we did not effectively communicate an idea as we would have liked. The key to effective communication is preparation. Rather than attempting to haphazardly improvise something, take a few minutes and think about what you want say and how you will say it. If necessary, write yourself a note with the key points or ideas in the order you want to discuss them. The notes can act as a reminder or guide during your meeting.

• Provide a clear summary of the problem. Start at the beginning, give relevant facts, timelines, and examples.

In person: In the workplace, face-to-face meetings should be utilized whenever possible. Being able to see the person you need to speak to face-to-face gives you instant feedback and helps you gauge their response in their body language. Be careful of getting sidetracked in conversation when you need to communicate a problem.

There is no "right" way to communicate, but you should be aware of how and when to use the appropriate form of communication for the situation. When deciding the best way to communicate with a co-worker or manager, put yourself in their shoes, and think about how you would want to learn about the issue. Also, consider what information you would need to know to better understand the issue. Use your good judgment of the situation and be considerate of your listener's viewpoint.

"Never try to solve all the problems at once — make them line up for you one-by-one.” — Richard Sloma

Problem Solving: An Important Job Skill

Problem solving improves efficiency and communication on the shop floor. It increases a company's efficiency and profitability, so it's one of the top skills employers look for when hiring new employees. Recent industry surveys show that employers consider soft skills, such as problem solving, as critical to their business’s success.

The 2011 survey, "Boiling Point? The skills gap in U.S. manufacturing ," polled over a thousand manufacturing executives who reported that the number one skill deficiency among their current employees is problem solving, which makes it difficult for their companies to adapt to the changing needs of the industry.

In this video, industry professionals discuss their expectations and present tips for new employees joining the manufacturing workforce.

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• [Quick Summary: Question1] What are two things you learned in this case study?
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• [Quick Summary: Question3] Is there anything you would like to learn more about with respect to this case study?

The New York Times

The learning network | no quick fix developing problem-solving skills.

No Quick Fix? Developing Problem-Solving Skills

Academic Skills

Teaching ideas based on New York Times content.

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Overview | How can real problems be approached and analyzed in ways that lead to practical solutions? What distinguishes effective solutions from ineffective ones? In this lesson, students consider how to work through a practical problem. They identify problems in their school that need fixing, then devise viable solutions to one of those problems, using problem-solving models and drawing on strategies like the social science of behavioral change. They then test some of their proposed solutions in the field and propose them to the school.

Materials | Computers with Internet access (optional); copies of the What’s Your Problem? handout (PDF)

Warm-Up | Tell students they will now consider a problem they recently confronted and make flow charts showing all the possible solutions they considered, including the final “fix.” You might explain that this exercise allows them to examine the critical thinking skills that they already use when looking for solutions to everyday problems.

To stimulate thinking, you might start by brainstorming some typical decisions, like when to do homework (modeled partly on the handout) or how to study for a challenging exam, or even relatively “light” problems, like what Halloween costume to wear.

Give students the What’s Your Problem? graphic organizer (PDF) to help them break down the various possible solutions and why each one did or did not work. You might also share some basic problem-solving steps to lead them in thinking through their problems.

Invite students to share their problems and solutions with the group and to reflect on the difference between solutions that seemed feasible but were not really effective in the long term. Invite students to reflect, too, on their thought process. Ask: What did you need to know about yourself and the task or problem in order to solve it successfully? What else did you need to know, about things like available resources, environment and so on? What is the difference between a quick fix and a successful solution?

Related | In the Op-Chart “Lunch Line Redesign,” Brian Wansink, David R. Just and Joe McKendry illustrate some tactics that have been used to influence children to make more healthful choices in the school cafeteria:

School cafeterias are much criticized for offering the kind of snack foods and desserts that contribute to childhood obesity. But banning junk food from cafeterias, as some schools have tried, or serving only escarole or tofu, can backfire. Students then skip lunch, bring in their own snacks or head out for fast food. We’ve even seen some pizzas delivered to a side door. Children and teenagers resist heavy-handed nutritional policies — and the food that is associated with the heavy hand. No food is nutritious, after all, until it is actually eaten. A smarter lunchroom wouldn’t be draconian. Rather, it would nudge students toward making better choices on their own by changing the way their options are presented. One school we have observed in upstate New York, for instance, tripled the number of salads students bought simply by moving the salad bar away from the wall and placing it in front of the cash registers.

Read the entire chart with your class, using the questions below.

Questions | For discussion and reading comprehension:

• How does food placement — both location and type of display — seem to affect the choices students make in the cafeteria?
• How do direct appeals,  in the form of questions from cafeteria workers and descriptive text, seem to affect choice?
• How would you describe and categorize the other strategies?
• Why do you think these strategies resulted in more students buying more healthful foods?
• Which of these tactics do you think might work in our own cafeteria? Why?

RELATED RESOURCES

From the learning network.

• Lesson: Smart Design
• Lesson: Mind Your Own Business
• Lesson: Experience Innovation

From NYTimes.com

• Freakonomics: Our Love/Hate Relationship With Carrots and Sticks
• Taking Lessons From What Went Wrong
• School’s New Rule for Pupils in Trouble: No Fun

Around the Web

• Invention Convention
• How to Solve It by George Polya
• Invention Highway

Activity | Explain to students that they will now brainstorm problems in the school, then choose one to try to solve.

Encourage students to think in categories. Here are some categories to get you started, along with an example of a specific topic for each one:

• Technology; cellphones as learning tools
• Design ; desks and workstations
• Resource management ; energy efficiency
• Use of classrooms and public spaces; overcrowding
• Environmentalism; recycling
• Health and hygiene; hand sanitizers
• School culture; bullying and cyberbullying

Make sure students narrow categories and topics down to specific problems. For example, for overcrowding, they might focus on the question of how to ease hallway congestion during passing times. Students might also expand beyond strictly school-based problems to include school-related problems, like chronic lack of sleep among students.

After brainstorming is over, have the class vote on one problem to tackle as a group. Then put students in working groups of pairs or trios to identify, research and propose a viable and innovative solution for the problem.

You may wish to first familiarize students with the four-step problem-solving method of the mathematician George Polya . Have students approach their problem using the following steps, which apply Polya’s method:

Step 1: Understand the Problem — Formulate a clear statement of the desired outcome of the problem by asking the questions: What do we know about the problem? What do we not know? Is there enough information to help us find a solution? If not, what information do we need?

Step 2: Collect Data — Go out into the field to make observations and collect data that will help us better understand the problem and identify its most significant factors. For example, if students are trying to solve the problem of hallway overcrowding, they might post students in various places to observe traffic and congestion spots at different times of day (analogies to car traffic jams might be useful), interview teachers, students, administrators and school employees, and collect data like hallway width, number of total students, number of students coming out of classrooms and time between classes. (Groups might collaborate on this step to avoid redundancies.)

Step 3: Devise a Plan — With data in hand, working groups discuss and brainstorm possible solutions, using the What’s Your Problem? graphic organizer (PDF).

Students might consider using one of the following innovative problem-solving methods:

• Crowdsourcing , which uses social networks and collaboration to find possible solutions to problems that include improving software and improving education .
• Behavioral change , which uses social science and various behavior change theories , along with related strategies like the use of design and tools like commitment contracts to influence behavior.
• Positive deviance , an unorthodox approach to problem solving that focuses on what some people do right rather than what most people do wrong.

For further inspiration, they might look at the annual Year in Ideas issues of The Times Magazine from 2009 , 2008 and earlier .

For each potential solution to their real-world problems , students discuss reasons that it may or may not work. In the instance of overcrowded hallways, for example, students might propose increasing passing time, encouraging students to put large bags into lockers or mandating traffic routes.

Carry Out the Plan — Each group takes on one solution to develop further and, if possible, tests it either in the field or even through role playing .

Going Further | Students share their ideas, then discuss and vote on the solutions. Which is most innovative? Which is most practical? Which do they expect to be most effective, and why? Which one deserves to be tried first?

They pitch their solution, or a grab bag of solutions, by starting a public service announcement campaign , writing letters to the editor of the school paper or giving a presentation to the school administration or PTA.

Alternatively or additionally, to have students undertake a larger issue, they might read up on social entrepreneurship , including Nicholas Kristof’s Times Magazine article “D.I.Y. Foreign-Aid Revolution” and his related blog post, “How to Change the World.” They can also follow the new Fixes blog, which “explores solutions to major social problems” and “examines creative initiatives that can tell us about the difference between success and failure.”

Standards | This lesson is correlated to McREL’s national standards (it can also be aligned to the new Common Core State Standards ):

Life Skills: Thinking and Reasoning 1. Understands and applies the basic principles of presenting an argument 2. Understands and applies basic principles of logic and reasoning 3. Effectively uses mental processes that are based on identifying similarities and differences 4. Understands and applies basic principles of hypothesis testing and scientific inquiry 5. Applies basic troubleshooting and problem-solving techniques 6. Applies decision-making techniques

Life Skills: Life Work 6. Makes effective use of basic life skills

Life Skills: Working With Others 1. Contributes to the overall effort of a group 4. Displays effective interpersonal communication skills

Behavioral Studies 1. Understands that group and cultural influences contribute to human development, identity and behavior 2. Understands various meanings of social group, general implications of group membership, and different ways that groups function 3. Understands that interactions among learning, inheritance and physical development affect human behavior 4. Understands conflict, cooperation and interdependence among individuals, groups and institutions

Family/Consumer Sciences 4. Understand how knowledge and skills related to consumer and resources management affect the well-being of individuals, families and society

Economics 1. Understands that scarcity of productive resources requires choices that generate opportunity costs

Language Arts 4. Gathers and uses information for research purposes 8. Uses listening and speaking strategies for different purposes

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Educational

Before finding solutions of a problem, the reason for the existence of the problem should be examined and understood. When searching for the “reason of reasons” of a problem (using a fishbone diagram for example) the result is a solution that not only takes care of the problem, but may improve the whole process that was the origin of the problem.

This is a great resource for problem-solving lesson material. The cafeteria Op-chart is a perfect example of strategic thinking in action and the school setting makes it very transferable to students. With that as an example – students can go on to solve other real-world problems.

I’ve been a long-time proponent of rigor, relevance and project based learning. Two good places for readers to start are these problem solving lessons:

“First Day of School? Don’t Pass Out Books – Problem Solve.” //bit.ly/9eS0l

“Why Don’t We Teach Sequencing Skills? It’s an Essential Higher-Order Thinking Strategy” //bit.ly/142djQ

Teachers will find a variety of teaching plans under my “strategy” category //peterpappas.blogs.com/copy_paste/strategies/

Very good work. In fact I am now using this content as my base for training my student teachers (I am a teacher educator) the steps and pedagogy of Action Research, and this topic shall form as an example. Good job… and thanks

Planning is very important in each step of career development. Students will do well in education and career in which they are interested; hence choosing the right education is very important. It is not possible to achieve “Excellence in education” if you are in a education towards which you are not seriously inclined. Hence people advocate choosing a education and profession based on your passion.

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Problem-solving skills are necessary in all areas of life, and classroom problem solving activities can be a great way to get students prepped and ready to solve real problems in real life scenarios. Whether in school, work or in their social relationships, the ability to critically analyze a problem, map out all its elements and then prepare a workable solution is one of the most valuable skills one can acquire in life.

Educating your students about problem solving skills from an early age in school can be facilitated through classroom problem solving activities. Such endeavors encourage cognitive as well as social development, and can equip students with the tools they’ll need to address and solve problems throughout the rest of their lives. Here are five classroom problem solving activities your students are sure to benefit from as well as enjoy doing:

1. Brainstorm bonanza

Having your students create lists related to whatever you are currently studying can be a great way to help them to enrich their understanding of a topic while learning to problem-solve. For example, if you are studying a historical, current or fictional event that did not turn out favorably, have your students brainstorm ways that the protagonist or participants could have created a different, more positive outcome. They can brainstorm on paper individually or on a chalkboard or white board in front of the class.

2. Problem-solving as a group

Have your students create and decorate a medium-sized box with a slot in the top. Label the box “The Problem-Solving Box.” Invite students to anonymously write down and submit any problem or issue they might be having at school or at home, ones that they can’t seem to figure out on their own. Once or twice a week, have a student draw one of the items from the box and read it aloud. Then have the class as a group figure out the ideal way the student can address the issue and hopefully solve it.

3. Clue me in

This fun detective game encourages problem-solving, critical thinking and cognitive development. Collect a number of items that are associated with a specific profession, social trend, place, public figure, historical event, animal, etc. Assemble actual items (or pictures of items) that are commonly associated with the target answer. Place them all in a bag (five-10 clues should be sufficient.) Then have a student reach into the bag and one by one pull out clues. Choose a minimum number of clues they must draw out before making their first guess (two- three). After this, the student must venture a guess after each clue pulled until they guess correctly. See how quickly the student is able to solve the riddle.

4. Survivor scenarios

Create a pretend scenario for students that requires them to think creatively to make it through. An example might be getting stranded on an island, knowing that help will not arrive for three days. The group has a limited amount of food and water and must create shelter from items around the island. Encourage working together as a group and hearing out every child that has an idea about how to make it through the three days as safely and comfortably as possible.

5. Moral dilemma

Create a number of possible moral dilemmas your students might encounter in life, write them down, and place each item folded up in a bowl or bag. Some of the items might include things like, “I saw a good friend of mine shoplifting. What should I do?” or “The cashier gave me an extra $1.50 in change after I bought candy at the store. What should I do?” Have each student draw an item from the bag one by one, read it aloud, then tell the class their answer on the spot as to how they would handle the situation.

Classroom problem solving activities need not be dull and routine. Ideally, the problem solving activities you give your students will engage their senses and be genuinely fun to do. The activities and lessons learned will leave an impression on each child, increasing the likelihood that they will take the lesson forward into their everyday lives.

You may also like to read

• Classroom Activities for Introverted Students
• Activities for Teaching Tolerance in the Classroom
• 5 Problem-Solving Activities for Elementary Classrooms
• 10 Ways to Motivate Students Outside the Classroom
• Motivating Introverted Students to Excel in the Classroom
• How to Engage Gifted and Talented Students in the Classroom

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Solving Two-Step Word Problems (II) - Lesson Plan

In this lesson, students will learn how to solve two-step word problems using various strategies. they will practice solving problems involving shopping and changes in quantities. the class aims to develop problem-solving skills and mathematical thinking..

Know more about Solving Two-Step Word Problems (II) - Lesson Plan

This lesson teaches students strategies such as counting on, counting forward/backward, and the part-part-whole model.

The word problems in this lesson involve shopping scenarios and situations where quantities change.

This lesson provides opportunities for students to practice solving two-step word problems and apply their knowledge to real-world scenarios.

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Lesson 17: When? Where? Who?

In this lesson, students will learn how to identify when and where to work on solving a problem, and who should be included. Lesson Plan (PDF) Lesson Presentation

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Unit 2, Lesson 10: Environmental Factors that Contribute to Bullying

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Available for Kindergarten through Grade 5 Explore samples from Kindergarten and Grade 1 below

Kindergarten–Grade 1

Unit 1, Topic 2: Facing Challenges with Confidence

In this activity from the Growth Mindset & Goal Setting unit for Kindergarten–Grade 1, kids learn three strategies that can help them work through challenges and then use those strategies to build a tower from 10 random items.

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Problem solving

Problem solving lesson plan

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Choose to download one or more individual resources

Problem Solving: Lesson plan

Problem solving: Presentation slides

Demonstrating your skills quick fire activity

Problem solving in practice: Interactive worksheet

Our problem solving content focuses on one of these skills and develops understanding of the six stages of problem solving, as well as identifying different types of situations in which young people might already be using these skills. Furthermore, it encourages them to use an adaptive approach, explaining that different types of problems can be approached in different ways.

The activities on this page support your teaching of these skills through an independent activity, quick activities or a full length, curriculum-linked lesson plan. 

Teaching resources:

• Problem solving: Lesson plan and presentation slides – full lesson plan including icebreaker for use with a group of students in the classroom
• Demonstrating your skills: Quick-fire activity  – 10 minute activity for a group of students in the classroom, can be used as an icebreaker for the lesson plan
• Problem solving in practice: Interactive worksheet – activity for independent learning whether remote or in class

Lesson plan

(60 -75 minutes)

This lesson is designed to equip young people with an adaptable approach to solving problems, large or small. It includes a short film and scenarios that encourage development of practical problem solving skills which can be useful for learning, day to day life, and when in employment.

By the end of the lesson, students will be able to:

• Identify problems of different scales and what is needed to solve them
• Illustrate the use of an adaptable approach to solving problems
• Understand that problem solving is a core transferable skill and identify its usefulness in a work setting
• Work on a problem solving activity in a team

The lesson aims to reinforce students’ understanding of the potential future applications of this skill as they move into the world of work, particularly in an activity differentiated for an older or more able group on creating new opportunities.

Quick-fire activity

(5 - 10 minutes)

The demonstrating your skills quick-fire activity focuses on helping young people understand the key skills that are needed in the workplace, including the importance of problem solving.

Students will be asked to name the skills being demonstrated in a variety of scenarios, and identify ways they’re already using those skills in this short activity.

You might find it useful as a starter or icebreaker activity to begin a lesson, or at the end to allow students to put what they have just learnt in the Problem solving lesson into practice.

Interactive worksheet

(20 - 25 minutes)

Please note that students below the age of 14 cannot sign up for their own LifeSkills account. Any independent tasks must be printed or downloaded and provided digitally for them to complete as they are currently hosted on educator pages.

The Problem solving in practice interactive worksheet introduces some of the themes from the full lesson plan and gives students some practical strategies for problem solving, including introducing the six stages of problem solving. The worksheet can be printed or completed digitally, so can be used flexibly to give students practise putting their problem solving skills into action. You might choose to assign it:

• As homework following the Problem solving lesson
• For independent study
• For remote learning

Looking for more ways to boost self confidence with LifeSkills?

Other lessons that may prove useful for students to build on these activities include the  Adaptability  and  Innovation and idea generation  lessons. Alternatively, consider encouraging them to apply their skills through  Steps to starting a business  or the  Social action toolkit .

Why not build problem solving in as a focus in your students’ wider curriculum? Refer to our  Content guide to find out how this resources can be used as part of your teaching.

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Social action toolkit

Build a comprehensive social action programme and support young people to access enriching experiences that build transferable skills for work.